| Previous Section | Index | Home Page |
10 Jul 2003 : Column 896W—continued
Key Stage 2 Tests
Mr. Gibb: To ask the Secretary of State for Education and Skills what the Level 4 pass mark was for the Key Stage Two tests in (a) English and (b) Mathematics in each year from 1997 to 2002; and if he will make a statement. [123964]
Mr. Miliband: The threshold mark for Level 4 at Key Stage Two in each year between 1997 and 2002 was as follows:
| English | Mathematics | |
|---|---|---|
| 2002 | 49 | 49 |
| 2001 | 50 | 49 |
| 2000 | 49 | 50 |
| 1999 | 48 | 52 |
| 1998 | 51 | 52 |
| 1997 | 52 | 40 |
The Qualifications and Curriculum Authority (QCA) is responsible for the development and administration of the National Curriculum tests on behalf of the Secretary of State. There is a process in place, the level setting exercise, to ensure standards are maintained year on year. The level thresholds are the range of marks needed to achieve a particular level in the National Curriculum tests.
10 Jul 2003 : Column 897W
The test development processes used by QCA include trials of written questions that are improved and finalised before administration. The pre-testing establishes comparability across key stages and across years. The technical information collected by these stages is considered alongside other evidence in order to set levels that are consistent from year to year.
The confirmation of the final level thresholds takes the form of a meeting chaired by QCA and attended by representatives from the test development agencies, chief markers, QCA officers, researchers and statisticians, representatives from professional associations and independent academics and observers.
The Government are satisfied that the quality control procedures in place for test development and level setting are thorough and rigorous. In July 1999, an Independent Scrutiny Panel, chaired by Jim Rose, considered QCA's arrangements for setting and maintaining the standards of the Key Stage Two English and mathematics tests. The Rose Review report validated the development procedures and confirmed that the test data from Key Stage Two was a reliable measure of pupil attainment.
Key Stage 3 Tests
Mr. Gibb: To ask the Secretary of State for Education and Skills what the Level 4 pass mark for Key Stage 3 tests in (a) English and (b) mathematics was in each year since 1997. [124156]
Mr. Miliband: The threshold mark for Level 4 in the Key Stage 3 tests in (a) English and (b) mathematics between 1997 and 2003 are as follows:
| English | Mathematics Tier 3–5 | Mathematics Tier 4–6 | Mathematics Tier 5–7 | |
|---|---|---|---|---|
| 2003 | 16 | 68 | 30 | 26 |
| 2002 | 20 | 66 | 33 | 31 |
| 2001 | 21 | 67 | 32 | 31 |
| 2000 | 20 | 69 | 33 | 32 |
| 1999 | 22 | 69 | 32 | 30 |
| 1998 | 25 | 72 | 32 | 31 |
| 1997 | 19 | 54 | 28 | 24 |
The Qualifications and Curriculum Authority (QCA) is responsible for the development and administration of the National Curriculum tests on behalf of the Secretary of State. There is a process in place, the level setting exercise, to ensure standards are maintained year on year. The level thresholds are the range of marks needed to achieve a particular level in the National Curriculum tests.
The test development processes used by QCA include trials of written questions that are improved and finalised before administration. The pre-testing establishes comparability across key stages and across
10 Jul 2003 : Column 898W
years. The technical information collected by these stages is considered alongside other evidence in order to set levels that are consistent from year to year.
The confirmation of the final level thresholds takes the form of a meeting chaired by QCA and attended by representatives from the test development agencies, chief markers, QCA officers, researchers and statisticians, representatives from professional associations and independent academics and observers.
The Government are satisfied that the quality control procedures in place for test development and level setting are thorough and rigorous. In July 1999, an Independent Scrutiny Panel, chaired by Jim Rose, considered QCA's arrangements for setting and maintaining the standards of the Key Stage 2 English and mathematics tests. The Rose Review report validated the development procedures and confirmed that the test data from Key Stage 2 were a reliable measure of pupil attainment.
School Buildings (The Wrekin)
Peter Bradley: To ask the Secretary of State for Education and Skills how much was spent on (a) development and (b) repair of school buildings in The Wrekin in each year since 1997. [124612]
Mr. Miliband: The Department for Education and Skills does not collect this information but it should be available from the LEA.
School Rolls
Ms Atherton: To ask the Secretary of State for Education and Skills what plans he has to reform the method of calculation for projected school rolls to include estimated migration as well as birth rate. [124326]
Mr. Miliband: National pupil projections, a summary of which is published in the Department for Education and Skills' Departmental Report each year, already take account of estimated migration.
The projections take account of several factors, including the results of the schools census for pupil numbers, expected trends in participation for children outside statutory school ages, and the latest population projections produced by the Government Actuary's Department. These population projections take account of long-term trends in fertility, mortality, and net migration.
Ms Atherton: To ask the Secretary of State for Education and Skills what assessment he has made of the implications of migration in the calculation of predicted school rolls. [124327]
Mr. Miliband: National pupil projections take account of several factors, including the results of the schools census for pupil numbers, expected trends in participation for children outside statutory school ages, and the latest population projections produced by the Government Actuary's Department. These population projections take account of long-term trends in fertility, mortality, and net migration.
Separate assessments are not available for the different factors affecting the national pupil projections.
10 Jul 2003 : Column 899W
Statistics (Wandsworth)
Tom Cox: To ask the Secretary of State for Education and Skills how many people resident in the London Borough of Wandsworth are (a) further and (b) higher education students. [123317]
Alan Johnson: The question asks about the London Borough of Wandsworth. Figures are available for Wandsworth Local Education Authority (LEA). However, for LEAs within Greater London, it is only possible to give the number of entrants to undergraduate courses rather than the total number of people attending higher education institutions.
In 2000/01, 19,000 people resident in Wandsworth LEA attended further education (FE) sector colleges.
In 2001/02, around 1,600 people resident in Wandsworth were accepted onto full time undergraduate courses.
Student Recruitment
Mr. Clappison: To ask the Secretary of State for Education and Skills pursuant to his answer of 7 July, ref 122817, on recruitment of students, from which geographical areas funds will be distributed to higher education institutions. [125000]
Alan Johnson: This is a matter for the Higher Education Funding Council for England. John Harwood, the Chief Executive of the Funding Council will reply to this and a copy of his reply will be placed in the House of Commons Library.
Teenage Education
Mr. Wiggin: To ask the Secretary of State for Education and Skills what he is doing to improve the education and information available to teenagers in state funded schools with regard to (a) sexually transmitted diseases, (b) alcohol, (c) drugs and (d) smoking cigarettes. [123593]
Mr. Stephen Twigg: Education about sexually transmitted infections (STIs), drugs, alcohol and tobacco is delivered through the framework for Personal
10 Jul 2003 : Column 900W
Social and Health Education and compulsory Science lessons.
We have taken a range of measures to improve the education and information about STIs and drugs, including alcohol and tobacco, in schools. We have made available £17.5 million this year to support drug, alcohol and tobacco education in schools. From April 2001, we have supported the appointment of Schools Drug Advisors to help schools deliver drug education tailored to the needs of pupils. We are supporting a range of continuing professional development opportunities to support teachers and other professionals who deliver effective drug education and education about STIs. We have commissioned practical guidance for teachers on HIV and STIs to support coverage of these issues. We, together with the Home Office and the Department of Health, are also supporting a national five-year research programme called "Blueprint" which will test the effectiveness of drug education initiatives in schools.
| Next Section | Index | Home Page |